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This study contributes to the growing body of formulaic language research that indicates that formulaic sequences (e.g., idioms, collocations, metaphors, and other conventionalized multi-word items) facilitate comprehension by reducing processing load (Wray, 2002). Expanding on Underwood et. al. (2004), this study combines corpus analysis and eye-movement data to assess the contribution of formulaicity to the comprehension of a whole, authentic text.Information regarding grammatical, lexical, and contextual conventions for each formulaic item in the text was obtained via the Collins COBUILD Online Corpus and the British National Corpus. Additionally, using an Applied Science Laboratories Eye Tracker, the eye movements of two native speakers and one non-native speaker of English were recorded and the fixations for formulaic sequences were compared. All eye movement data was interpreted in light of Goodman's Transactional model of reading (2003). Specifically, eye movements for each participant were compared across two conditions: 1) a condition comprised of the formulaic sequences in the text and 2) a baseline segment from the text which was free of formulaic items. Paired t-tests were performed for each participant to determine whether or not the eye movement behavior differed significantly in the two conditions. Data analysis indicates that both native and non-native readers of English showed significant differences in the eye movement patterns for the two conditions. However, these significant differences were reversed for the two participant groups. In the case of the native readers, the predictable nature of formulaic sequences facilitated the processing of written text, as evidenced by a significantly lower percentage of words fixated in the formulaic sequences in comparison with the percent of words fixated in the baseline condition. However, for the non-native readers, 1) lack of experience with the formulaic items and 2) their opaque nature appeared to hinder comprehension, resulting in a significantly higher percentage of words fixated in the formulaic condition than in the baseline, non-formulaic condition. This dissertation has implications for the fields of first and second language acquisition, particularly literacy theory and instruction.

Submitted by Rafael Gombrade (rafaelgombrade@gmail.com) on 2018-09-21T19:28:01Z No. of bitstreams: 1 Gombrade - final 5.pdf: 8450076 bytes, checksum: 574b2a83bc9016c53ac6ee3e5e5886ce (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-21T20:12:58Z (GMT) No. of bitstreams: 1 gombrade_r_me_sjrp.pdf: 8450076 bytes, checksum: 574b2a83bc9016c53ac6ee3e5e5886ce (MD5) / Made available in DSpace on 2018-09-21T20:12:58Z (GMT). No. of bitstreams: 1 gombrade_r_me_sjrp.pdf: 8450076 bytes, checksum: 574b2a83bc9016c53ac6ee3e5e5886ce (MD5) Previous issue date: 2018-08-03 / A Física das Radiações é um conteúdo previsto nos currículos escolares. Nota-se, no entanto, que ela não tem sido um item prioritário na prática pedagógica da maioria dos professores da escola básica. A partir da constatação de que o ensino da Física das Radiações constitui um desafio para professores, objetivamos investigar o funcionamento da leitura e da interpretação da Física das Radiações Ionizantes por alunos do ensino médio quando da leitura de textos de divulgação científica. Procuramos encontrar resposta para o seguinte problema: Como acontece e que aspectos marcam o funcionamento da leitura e a interpretação da Física das Radiações Ionizantes por alunos do ensino médio quando da leitura de textos de divulgação científica? Optamos por um modelo de pesquisa de abordagem qualitativa, na qual identificamos livros e textos de divulgação científica que abordam a “Física das Radiações Ionizantes” para a elaboração e implementação de um episódio de ensino. O episódio foi implementado em turmas de 3° ano do Ensino Médio. Como instrumentos de coleta de informações, damos ênfase ao uso de produções textuais e vídeo-gravação. Para a análise dos dados, levamos em consideração os aportes teóricos da Análise de Discurso de linha Francesa, a partir das produções de Michel Pechêux e das obras de Eni Orlandi. As análises indicaram que: a) a leitura de textos de divulgação científica e a utilização de questionários formulados com questões abertas podem favorecer o surgimento de discussões não restritas apenas aos conteúdos da física e aos assuntos abordados no texto; b) houve predomínio de repetições formais (o “dizer com suas palavras”) sucintas e/ou superficiais nas respostas aos primeiros questionários, mas que com o passar das aulas, ainda que houvesse um predomínio de repetições formais, surgiram repetições históricas presentes nos discursos dos alunos; c) os estudantes, em geral, apontaram a unidade de ensino como relevante, uma vez que auxiliou no aprendizado de conceitos que não costumam ser explorados ou mesmo mencionados durante o ciclo básico. / Radiation Physics is intended content in school curriculum. On the other hand, it is noteworthy that it has not been a priority item in pedagogical practice of most of the Primary School teachers. Based at basic observation that the teaching of Radiation Physics is a challenge for teachers, we aim to investigate the reading and interpretation of Radiation Physics by high school students when reading scientific texts. According to the proposed objective, we formulated the problem that structures this research and we present it as follows: How and what aspects mark the functioning of the reading and the interpretation of the Physics of Ionizing Radiation by high school students when reading texts of scientific dissemination? We chose a research model with a qualitative approach, in which we identified books and texts of scientific divulgation that approach the "Ionizing Radiation Physics", so that they could be developed with the students. As instruments of information gathering, we emphasize the use of textual productions and video-recording. For the analysis data, we take into account the theoretical contributions of French Discourse Analysis, based on the production by Michel Pechêux, and Eni Orlandi’s oeuvre. The reading of texts of scientific dissemination and the use of questionnaires formulated with open questions can favor the emergence of discussions. This being not restricted only to the contents of Physics addressed to in the text. Though there was a predominance of formal repetitions (the "saying with his words"), there were historical repetitions present in the students' discourses more and more as the course continued; and the students, in general, pointed to the teaching unit as relevant, since it assisted on learning concepts that are not usually explored or even mentioned during High School.

Made available in DSpace on 2015-04-22T21:56:05Z (GMT). No. of bitstreams: 1 DISSERTACAO MARIA TEREZINHA CUPPERC.pdf: 5174402 bytes, checksum: 43e62297ea46de8440fcf31fee6faaf9 (MD5) Previous issue date: 2009-01-02 / Fundação de Amparo à Pesquisa do Estado do Amazonas / Este trabalho buscou identificar o Cemitério de São João Batista, Manaus, como paisagem e lugar que educa. Primeiramente identificando-o como paisagem cultural de /na cidade de Manaus pela porção histórica contida em seus artefatos, pela história do próprio cemitério e sua gente. Depois buscou-se identificá-lo como lugar vivido para os funcionários que ali trabalham e outros que por ali deambulam fazendo parte do cotidiano do lugar. Através da observação empírica, de conversas informais e formais, foram criados os roteiros para as paisagens que foram identificadas mediante a percepção do pesquisador e de acadêmicos de formação variada, professora de Língua Portuguesa, grupo de alunos do Ensino Fundamental aos quais aplicamos questionário e funcionários do cemitério. O trabalho está fundamentado na Geografia e se destina ao ensino de Geografia para ser aplicado mediante Estudo do Meio de caráter interdisciplinar. Aspectos históricos, éticos, estéticos, ambientais e sociais são contemplados, assim como alguns Temas Transversais.

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Made available in DSpace on 2016-01-26T18:49:54Z (GMT). No. of bitstreams: 1 AYRES D_Dissertacao_ultima correcao antes da entrega 24_07_13 (1).pdf: 796881 bytes, checksum: 9816337fc0c5c8b3e4bae10219acf974 (MD5) Previous issue date: 2012-08-30 / This dissertation aims to bring in focus how school practices have done with literary texts, so then which role the Literature assumes in the school, what the developed work is done by school library and what is the concept that students have about the Literature. The development of this research is guided on the following methodological procedures: the first theoretical stage, which is under a bibliographic base, explains how it should be the study of literary texts in the classroom; the second stage is guided by investigation and researches related to the intensive direct observation, including the observations and interviews with twelve students, a Literature and Portuguese teacher and a librarian in a public school in the city of Ivaiporã / Pr. The observed school grades were: ninth grade and eleventh grade (four students in each class). Besides the observation, it was done an analysis of documents of the teaching plans from the observed teacher, and finally, the final report based on analysis of collected data that reveal a misguided approach of literary texts by school, which sometimes, leads the work with this type of texts to an utilitarian work, disregarding their peculiarities. Now, the literary text is particularly polysemic, symbolic, and allegorical and it must be read. Therefore, teachers must know this language and from it, lead their students to a complete reading. / A presente dissertação objetiva pôr em foco como as práticas escolares têm encaminhado o trabalho com texto literário, contemplando, assim, que papel a Literatura assume na escola, qual o trabalho desenvolvido pela biblioteca escolar e qual é o conceito que os alunos têm acerca da Literatura. O desenvolvimento desta pesquisa é pautado sobre os seguintes procedimentos metodológicos: a primeira etapa, de natureza teórica, voltada para o embasamento bibliográfico, explana como deve ser a abordagem do texto literário na sala de aula; a segunda, norteada pelo cerne da investigação, utiliza, como meio de coleta de dados, técnicas relacionadas, à observação direta intensiva, que inclui a observação e a entrevista direcionada com doze alunos, um professor (de Língua Portuguesa e Literatura) e um funcionário responsável pela biblioteca de um colégio público da cidade de Ivaiporã/PR. As séries observadas foram: primeiras e terceiras do ensino médio (quatro alunos de cada turma). Além da observação, fez-se a análise documental dos planos de ensino do professor observado e, por fim, a elaboração do relatório final, pautado na análise dos dados recolhidos que revelam uma abordagem equivocada do texto literário pela escola, que, por vezes, encaminha o trabalho com esse tipo de texto de modo a tratá-lo como um texto utilitário, desprezando, assim, as suas peculiaridades. Ora, o texto literário é sobretudo polissêmico, simbólico e alegórico e assim deve ser lido. Para tanto, o professor deve conhecer essa linguagem e, a partir dela, conduzir seus alunos a uma leitura completa.

Made available in DSpace on 2016-07-18T17:54:22Z (GMT). No. of bitstreams: 1 AYRES D_Dissertacao_ultima correcao antes da entrega 24_07_13 (1).pdf: 796881 bytes, checksum: 9816337fc0c5c8b3e4bae10219acf974 (MD5) Previous issue date: 2012-08-30 / This dissertation aims to bring in focus how school practices have done with literary texts, so then which role the Literature assumes in the school, what the developed work is done by school library and what is the concept that students have about the Literature. The development of this research is guided on the following methodological procedures: the first theoretical stage, which is under a bibliographic base, explains how it should be the study of literary texts in the classroom; the second stage is guided by investigation and researches related to the intensive direct observation, including the observations and interviews with twelve students, a Literature and Portuguese teacher and a librarian in a public school in the city of Ivaiporã / Pr. The observed school grades were: ninth grade and eleventh grade (four students in each class). Besides the observation, it was done an analysis of documents of the teaching plans from the observed teacher, and finally, the final report based on analysis of collected data that reveal a misguided approach of literary texts by school, which sometimes, leads the work with this type of texts to an utilitarian work, disregarding their peculiarities. Now, the literary text is particularly polysemic, symbolic, and allegorical and it must be read. Therefore, teachers must know this language and from it, lead their students to a complete reading. / A presente dissertação objetiva pôr em foco como as práticas escolares têm encaminhado o trabalho com texto literário, contemplando, assim, que papel a Literatura assume na escola, qual o trabalho desenvolvido pela biblioteca escolar e qual é o conceito que os alunos têm acerca da Literatura. O desenvolvimento desta pesquisa é pautado sobre os seguintes procedimentos metodológicos: a primeira etapa, de natureza teórica, voltada para o embasamento bibliográfico, explana como deve ser a abordagem do texto literário na sala de aula; a segunda, norteada pelo cerne da investigação, utiliza, como meio de coleta de dados, técnicas relacionadas, à observação direta intensiva, que inclui a observação e a entrevista direcionada com doze alunos, um professor (de Língua Portuguesa e Literatura) e um funcionário responsável pela biblioteca de um colégio público da cidade de Ivaiporã/PR. As séries observadas foram: primeiras e terceiras do ensino médio (quatro alunos de cada turma). Além da observação, fez-se a análise documental dos planos de ensino do professor observado e, por fim, a elaboração do relatório final, pautado na análise dos dados recolhidos que revelam uma abordagem equivocada do texto literário pela escola, que, por vezes, encaminha o trabalho com esse tipo de texto de modo a tratá-lo como um texto utilitário, desprezando, assim, as suas peculiaridades. Ora, o texto literário é sobretudo polissêmico, simbólico e alegórico e assim deve ser lido. Para tanto, o professor deve conhecer essa linguagem e, a partir dela, conduzir seus alunos a uma leitura completa.

In this study, I analyse current studies to discover the common Double-Entry Diary points which result in reading literacy development and find the essential data which support this theory and describe the state of reading among Czech children from eight to fifteen years of age. Although reading literacy is a well-recognized feature of academic writing, little research has been undertaken as to its models. Because the purpose of reading is using the texts as efficiently as possible, teachers should use methods which allow a variety of active strategies. What we need is a sustained coordinated effort. In my study I focus on fourth-grade primary schools learners who have mastered the technique of reading and are ready to improve their understanding of the text and get an idea of what is hidden beyond the text. Its goal is to familiarize the reader with the reasons for effective education using the Double-Entry Diary method, which originated in the Reading and Writing for Critical Thinking International Consortium. This paper focuses on the issue of theoretical analysis of previous research and literature. It presents specific educational practices and deals with the consequences that lead to practical usage of this method. The research analysis indicates much strength in this teaching method. This...

English language learners (ELLs) develop their reading by engaging in diverse literacy activities in the learning contexts of multiliteracies. I investigated ELLs' experiences and their use of strategies when they read computer-based texts at home and in school. In addition, I identified a variety of influential factors that affected the ELLs' use of reading strategies when they read computer-based texts in both research contexts. This research was conducted at homes and at three public elementary schools. Participants were two fourth-grade and two fifth-grade ELLs, four parents, and five classroom teachers. The study included observations, interviews, verbal reports, documents, field notes, and reflective journals. My data analysis processes consisted of five steps and resulted in an understanding of the ELLs' use of strategies and literacy experiences when they read computer-based texts in home and school contexts. I collected data from April 2010 through December 2010. The findings indicated that the ELLs used 15 strategies when they read diverse computer-based texts. All the ELLs created their multi-dimensional zone of proximal development (ZPD) and dialogued with others, themselves, and texts in both non-linear and dynamic ways. The ELLs' specific patterns of using the strategies contained both similarities and differences in each context. In addition, (1) ELLs' electronic literacy knowledge and experiences, (2) parents' and teachers' guidance and interest for computer-based text readings, (3) ELLs' purposes for reading computer-based texts, (4) the language of computer-based texts, and (5) technology equipment in the contexts all influenced the ELLs' use of reading strategies at homes and schools. There are two implications for parents and teachers. First, even though limitations exist, parents and teachers need to play more active roles in supporting their children's efficient and productive use of strategies and computer technology for their computer-based text reading. Second, to enhance the ELLs' literacy development in the learning contexts of multiliteracies, a home-school connection is necessary.

The present thesis deals with a possible approach to the literary text in the teaching of literature in secondary school. It discusses the choice of the literary text, its reading, interpretation and meaning. The whole approach is demonstrated on Cormac McCarthy's novel The Road; the theoretical framework of the thesis is provided by Přemysl Blažíček's texts. The thesis aims to figure out whether Blažíček's literary thought is as viable and useful in the pedagogical process as it is in literary criticism and theory.